The Impact of Blogs and Portfolio Assessment on EFL Writing: A Case Study of an EFL Writing Course at a Japanese University

Abstract

This study explored the impact of integrating blog-based writing tasks and portfolio assessment into an English as a foreign language (EFL) writing course for Japanese university students. It focused on students’ perceptions of topic selection freedom, engagement through blogs, and portfolio assessment. 45 second-year students completed four sequential blogging tasks over a 15-week semester. The questionnaire results indicated that students appreciated the freedom to choose topics, which enhanced their motivation, writing volume, and understanding of the topics. Blog writing further promoted their emotional engagement by offering an interactive and class-wide platform that created a more enjoyable learning experience. While portfolio assessment fostered motivation and autonomy, students reported challenges with their self-reflection skills, suggesting the need for structured instructional support. These findings highlight the potential of blogs and portfolios in enhancing EFL writing engagement while emphasizing the importance of addressing practical and reflective skill development in future implementations.